The Urban Teacher Education Program (UTEP) is a school-university partnership for
professional teacher preparation and development. Collaborating institutions include the School City of East Chicago, East Chicago Federation of Teachers, Gary Community School
Corporation, Gary Teachers’ Union, the School City of Hammond, Hammond Teachers’
Federation, and Indiana University Northwest. UTEP is governed by a Policy Board that consists of the Chancellor of Indiana University Northwest, the Dean of Education, the Dean of Arts and Science, University Professors, the Superintendents of the partnership districts, the Unions of the partnership districts, the Director of UTEP, the District Coordinator and building Coordinators. The program has two options: Option I focuses on undergraduate education, and Option II prepares limited license teachers, substitutes, and second career people with non-education bachelor’s degrees for teaching certification. It is the mission of UTEP to improve the quality of urban education through the preparation of teachers to create a cooperative and supportive environment in which university and classroom faculty work as partners in urban professional development schools (PDS). Please Note: UTEP students must not only be aware of and follow rules and regulations of UTEP, but also the School of Education. Any questions please contact the UTEP office. See information provided by UTEP for additional information about your responsibilities.
Mission Statement
The principal mission of the Urban Teacher Education Program (UTEP) is to create a cooperative and supportive teacher training environment in which university faculty and classroom teacher can work as partners in urban schools to create a professional community committed to:
· Principles, knowledge, and practices that are an integral part of effective teacher training;
· The acquisition of skills and roles that a beginning teacher needs to become certified to teach effectively in an urban classroom;
· Improvement of conditions that are conducive to effective teaching and learning in the classroom;
· Reflection as a key to the performance and improvement of professional practice;
· Seeing teaching as worthy of extended study and the pursuit of lifelong professional improvement.
Program and Course Objectives
These are the outcomes of the Urban Teacher Education program, which have been summed up in the listing the knowledge, qualities, and characteristics of exemplary teachers. Our candidates are expected to demonstrate mastery of these objectives by the completion of the program. Their mastery will be at a senior student level not at a professional level.
Content Knowledge
Demonstrates effective communication skills
Commands knowledge and skills of appropriate content area subjects Instructional Practice
Demonstrates the ability to teach all students to learn, recognizing the special needs of urban students
Understands theories of learning and can demonstrate the use of effective teaching/learning technique
Uses effective models of instruction for individual, small group and large group instruction Employs multiple ways of diagnosing student skills and needs
Employs technology to aid in the delivery of instruction Multicultural Approaches
Demonstrates an understanding of and respect for the various aspects of diversity Demonstrates the sensitivity to interact with students of many cultures
Prepares lessons which reflect an awareness of students’ cultural and geographical backgrounds
Treats all students fairly and equitably
Demonstrates an awareness of gender, race, and ability issue. Professional Knowledge
Demonstrates the ability to effectively orchestrate a learning environment
Establishes rapport with students, providing a pleasant and orderly climate for learning Demonstrates effective ways of presenting rules, expectations and consequences Shows a willingness to utilize community resources
Demonstrates flexibility and creativity in designing and implementing instruction Knowledge of the Learner
Demonstrates the belief that all children can learn Shows the ability to identify individual differences Has high expectations for all students
Uses student strengths and weaknesses to structure lessons
Demonstrates on-going modification of lessons for mainstreamed or at-risk students Utilizes effective classroom management strategies
Knows the importance of positive self-esteem Human Relations
Demonstrates a regard for others’ opinions, experiences, and responsibilities Demonstrates a desire to build a positive support
Plans and participates directly with parents in school events
Plans and holds successful parent conferences that encourage parental feedback
Demonstrates a willingness to communicate with parents on matters relating to their child Moral/Ethical Dimensions
Displays leadership, judgment, and dependability
Demonstrates potential as a mentor for students and colleagues Makes sound decisions and exemplifies professional behavior
Demonstrates professionalism through: appropriate dress, punctuality, regular attendance etc. Professional Development
Demonstrates a thoughtful appraisal of what is necessary to become a successful urban teacher
Demonstrates a knowledge of the support structure which exists to protect teachers’ rights Demonstrates an openness and acceptance of the thoughts and suggestions of others Demonstrates inquiry and reflection continuously to create a more effective classroom. Seven Principles Guiding UTEP
The Urban Teacher Education Program recognizes that to realize its mission, the program must be truly responsive not only to the special needs of individuals who have chosen to become professional teachers but also to the settings in which they prefer to teach. This concern is reflected in the seven principles guiding the program.
Training Partnerships
A combined faculty consisting of university professors, teachers, and administrators have formed a collaborative, field-based teacher training program. Together, the classroom teacher, university professor, and candidate can analyze the effectiveness of instruction and make joint decisions about what is required of teachers in urban schools and how such goals can be met.
Field-Based Learning and Instruction
Training for urban teachers should be conducted in the urban schools and classrooms themselves. When teachers are asked to identify the part of their professional training they found most
helpful they consistently cite the experiences they had in the field. In the Urban Teacher Education Program, the schools used for professional training and field experiences have been designated Professional Development Schools, or PDSs. Each PDS focuses on preparing teachers for a particular level: elementary, middle, or high school. The training sites are managed in partnership with teachers, parents, school administrators, and university faculty.
Experience-Based Curriculum
The curriculum of traditional teacher training programs is for the most part knowledge-based. In keeping with its commitment to field-based teacher training, the UTEP curriculum is based in concrete contexts where participants master appropriate and effective teaching skills and strategies in close contact with actual students and teachers in classrooms. School and community leadership experiences also are an important facet of the training. Functioning as apprentices, students have the opportunity to acquire the knowledge and skills of their profession in interaction with children, parents and professionals.
Flexible Placement
dedicated to excellence in teaching and to making a significant difference in the academic and personal lives of school children in cities. To clarify and develop this commitment,
accommodation is made to both the educational and life experience of individuals. Trainees taking part in the program include those who have just completed pre-professional undergraduate requirements toward an education degree and also graduates with degrees in non-education fields/ Undergraduates are placed in PDSs and graduates are paired with mentors in urban PDSs.
Individually-Guided Professional Development
The demands of teaching require that a student be given careful guidance. Students need ample opportunity to experience what teaching is really like so they can make an informed choice to teach as a career. They should also have the opportunity to re-train or accelerate, depending on their needs and capacities. The Urban Teacher Education Program is rooted in the concept of individualized training for urban teachers. Becoming a teacher is a developmental process that needs to take into account the unique experiences and attributes of those who want to teach.
Phases of Developmentally-Sequenced Training
The traditional training sequence in teacher education consists first of courses which typically focus on foundations and methods, a semester (usually no longer than twelve weeks) of student teaching, and finally, the lonesome “sink or swim” period after teacher training has been
completed. UTEP believes that a student’s progression through a program should be determined in relation to phases of professional development. One phase as such emphasizes awareness of the urban school setting as well as the roles and responsibilities of teachers in such settings. Another focuses on the acquisition, practice, and reflection of teaching strategies through a mentoring/coaching relationship with teaching staff. And, still another phase stresses practice in the classroom setting, concentrating on selecting, applying, and reflecting upon strategies acquired in prior phases.
Reflecting for Effective Classroom Performance
Teaching is a reflective act which demands on-going judgment about what would be appropriate or inappropriate to do in a particular teaching context. The Urban Teacher Education Program believes that the reflective skills and abilities teachers use in the classroom to make these quick decisions can be transmitted to those who want to teach. This is done by creating a setting in that students and staff have an opportunity to engage in a collaborative process of reflection and decision-making. Through the cognitive coaching method the Urban Teacher Education Program seeks to provide these opportunities.